ABSTRACT
@#Parent-implemented language intervention (PILI) is one of the intervention approaches used in managing late talkers (LTs). Yet, there are few evidence-based PILI programs available for parents of LTs. This scoping review aimed to (a) assess the characteristics of participants depicted in the literature related to PILI programs for parents of LTs, (b) provide an overview of the structure and design of the available PILI programs for parents of LTs, and (c) explore the effectiveness of the programs in relation to the characteristics of reviewed studies. The scoping review was performed by adhering to the general principles prescribed by Arksey and O’Malley (2005). Articles that fulfilled the inclusion criteria and were published from 1980 to 2018 were selected. Two reviewers independently charted the information from the identified articles. A total of 15 articles were selected. The results were reviewed in terms of participant characteristics, intervention characteristics, and effectiveness of PILI programs. Most adult participants in PILI studies were mothers and included child participants with either expressive language delay or receptive and expressive language delay. Moreover, there were different structures and designs of PILI programs for parents of LTs. Preliminary evidence indicated that PILI was more effective than no/delayed intervention and could be as effective as direct therapy provided by clinicians. A discussion related to the findings was also presented.
ABSTRACT
@#A few studies have investigated the practise patterns of Malaysian speech-language pathologists (SLPs) when working with children with speech and language problems whose language intervention is necessary. However, these studies did not provide in-depth information about the SLPs' experiences as the studies were conducted quantitatively. Moreover, none of the studies focus on late-talkers (LTs), in which intervention for them can vary along a continuum from a wait/ watch-and-see approach to direct intervention. Thus, this study aimed to explore SLPs’ experiences in managing LTs in Malaysia. Twelve SLPs participated in individual, semi-structured phone interviews. They were asked about their experiences in managing LTs. The interviews were recorded, transcribed, and a content analysis was performed. Two themes were identified; a) practises of SLPs and b) challenges faced by SLPs in managing LT cases. The practises of SLPs included conducting assessments, developing intervention plans, providing intervention, sharing information, giving homework, providing support, and managing appointments. The challenges faced were related to parents, other individuals close to LTs, LTs themselves, and resources. Although the SLPs’ practises aligned with the international standard of speech-language pathology service delivery, there is room for improvement, especially in collaborating with parents, as one-to-one direct interventions for LTs might not be suitable due to the challenges related to resources. In addition, a few suggestions related to centred-based care and trusted social media pages can be provided to parents to assist them outside therapy sessions besides initiating the development of awareness programs and information resources for parents and other caregivers.
ABSTRACT
Objective To investigate the effect of the language intervention to reduce patients′discomfort during a colonoscopy examination. Methods A total of 72 subjects who accepted a colonoscopy process in the Digestive Endoscopy Department of the Dalian Central Hospital from September 2014 to December 2015 were divided by random number table method into two groups, 38 for the control group and 34 for the observation group. The control group adopted routine nursing care, while the observation group adopted the language intervention besides the routine nursing care, in accordance with the implementation steps of language intervention for patients who accepted the colonoscopy examination, which means the four stages , the four positions and the four methods. The first stage: the enteroscope entered the anus and arrived the rectum , applied the deep breathing with anal movement method . The second stage: from the rectum to the sigmoid colon, used the induce distraction method. The third stage: stimulated the patients′ excitement at the junctional area of descending colon and transverse colon (the spleen area). The fourth stage: at the junctional area of transverse and ascending colon (the liver ares), used the continuous excitation method. In each stage, individualized language intervention and psychological nursing were given to every patient in the observation group. The cooperating effect of the two groups were evaluated. Results The frequency of pain, the pain scores,the frequency of pressing and the average insertion time of the control group respectively were (8.68 ± 0.83) times,(45.08 ± 6.66) points, (5.73±0.75) times,(372.26±31.77) s, while the observation group were (4.53±0.38) times,(17.07± 3.01) times,(2.05±0.38) times,(268.61±14.51) s, less than the control group ,the t value respectively were 3.81,27.17,3.51,4.66, and the difference was significant (P<0.01 or 0.05). Conclusions Using the language intervention nursing method can significantly relieve the patients′ nervous and anxiety during the procedure, ease the pain and discomfort, shorten the insertion time, improve the subjects′ experience during the colonoscopy examination, make the patients more coordinate with the examination and complete it successfully.
ABSTRACT
“Following the child’s lead” and “collaborative consultation with parents” are solidly grounded in the best practice of early language intervention. However, the success of these two practices are based on assumptions that they are valued by families and that they can be feasibly implemented by the attending speech-language pathologist (SLP). Such assumptions can be unjustified in cultures that value the use of “adult-guided instructions” over following the child’s lead and when the work setting of the SLP does not readily accommodate those practices. This article takes the form of a position paper. Through review of the literature, the paper (1) identifies the research-cultural practice gap in early language intervention in Malaysia; (2) positions the two research-informed practices – following the child’s lead and collaborative consultation with parents, on the continuum of intrusiveness in early language intervention; and (3) proposes the techniques of Milieu Teaching as an approach to bridge the research-cultural practice gap in Malaysia.